JOURNAL OF HIGHER EDUCATION POLICY AND LEADERSHIP STUDIES
Year:2024 | Volume:5 | Issue:4|Papers Count:9

Universities are increasingly led by non-academic managers and corporate leaders, rather than academics. This shift comes after the adoption of capitalist logics and corporate practices which undermine the core purpose of higher education. The corporatisation of university governance has shifted the academy away from serving the public good, instead driving profit-driven agendas, academic-military alliances, and the marginalisation of liberatory and transformative scholarship. In this paper, we contemplate a radical reimagination of the current model of governance to reclaim the university as a site of knowledge creation, dissemination and social critique that values diversity, plurality and positive transformation. Drawing on principles of anarcho-syndicalism, we propose a decentralised, democratic model of academic governance that empowers marginalised voices, fosters critical inquiry, and prioritises collective wellbeing over capitalist interests. We emphasise that any reimagining of academic governance must incorporate decolonial and intersectional perspectives to challenge the colonial and imperial legacies that continue to shape higher education.

This paper explores the intersection of pragmatism and quality assurance in higher education, adopting an exploratory approach to understand how pragmatist principles can inspire more adaptive, inclusive, and context-sensitive educational practices. By delving into the historical roots of pragmatism, particularly through the works of Charles Sanders Peirce, William James, and John Dewey, the study examines how this philosophical tradition critiques and reimagines traditional metrics and models of educational quality. The analysis focuses on key themes, including the decentralization of governance, the creation of responsive and adaptive learning environments, and the broader implications of fostering continuous reflection and improvement within institutions. Pragmatism’s dynamic and evolving framework challenges conventional notions of quality assurance by emphasizing critical thinking, problem-solving, and adaptability as core tenets of educational excellence. However, the paper also critically addresses significant challenges, such as balancing local relevance with global competitiveness, avoiding an overemphasis on immediate practical outcomes at the expense of long-term educational goals, and ensuring that equity and rigor remain central to quality assurance practices. By embracing pragmatism, this study argues, higher education institutions can cultivate a more holistic, student-centered learning environment that responds effectively to the complex and evolving demands of contemporary society and the global workforce.

With China’s economic development and the internationalization of higher education, more students in China, particularly the younger ones, are choosing to study abroad. This study examines their reasons for choosing international over domestic education and evaluates their preferences using an economic model incorporating human capital and consumption behavior theories. The models evaluate both the long-term benefits and immediate gratifications of studying abroad. A survey data from senior high school students across seven Chinese cities shows that under self-funding, factors including economic returns, consumption values, pricing, and financial constraints significantly drive the intention to study abroad. However, when studies are financed through loans, only the impact of consumption benefits remains significant. This trend underscores a concerning pattern in China, where poor financial decisions related to international education lead to poverty. It is essential to highlight the financial risks and potential consequences associated with excessive investment in overseas education, especially when undertaken without adequate support or careful planning.

The COVID-19 pandemic disrupted higher education in Kazakhstan, forcing rapid transitions to emergency remote teaching. This paper explores how this disruption influenced professional development (PD) practices and perceptions among university educators. Through qualitative interviews with ten university teachers in Almaty conducted between December 2022 and August 2023, the study employed thematic analysis to investigate how the emergency remote teaching period influenced educators' engagement with and views on PD. The analysis reveals three key themes: (1) the initial overemphasis on technology that overshadowed pedagogical support, leading to professional vulnerability and eventual strategic adaptation,(2) the transition from overwhelming online PD opportunities to intentional integration of blended learning modalities,and (3) the evolution from peer-based support networks to seeking expert-led professional development. These findings contribute to understanding how crisis periods impact professional development systems in higher education, while highlighting the need for institutions to develop more resilient and adaptive PD frameworks. The study suggests practical implications for universities, including the importance of balancing technological and pedagogical expertise, providing structured expert guidance, and maintaining flexible support structures that can adapt to both stable and disruptive periods.

This qualitative case study explores the perspectives of faculty members on the complex dynamics surrounding grading practices in Turkish higher education, with a special focus on public and private universities. The findings of the study reveal that the prevalence of bell curve grading, especially in private universities, is perceived to benefit underperforming students. Additionally, non-academic factors affecting grading highlight the subjective nature of the grading practice, suggesting that grades alone might not accurately reflect students' true performance. Parental expectations and university administration demands, particularly in private universities, were acknowledged to influence the tendency of the faculty to adjust the grades upward. A subjective approach to grading might be a reaction of faculty to a consumerist mindset in higher education in which maintaining student satisfaction is prioritized and transactional relation becomes more pronounced. At both types of universities, faculty expressed a tendency among students to feel entitled to higher grades regardless of their actual academic performance. This shift in student attitudes has transformed the perception of faculty and contributed to grade inflation.

This paper offers a theoretical exploration of decolonisation as a complex process that extends beyond the termination of colonial control. It necessitates a critical evaluation and dismantling of the deeply entrenched impacts and beliefs of colonialism that have permeated diverse sectors of society. This analysis emphasizes the central role of decolonisation in promoting social justice by tackling the systemic inequities and injustices rooted in colonialism. The paper explores the historical background of decolonisation, its broader conceptual foundations, and the critical importance of epistemic justice in addressing the marginalization of non-Western knowledge systems within academia. Adopting a postcolonial perspective, the analysis explores the enduring effects of colonialism on culture, society, and knowledge. It advocates for an academic discourse on successful decolonisation strategies that encompass both structural and epistemic transformations. The discussion also examines the significance of the National Education Philosophy in relation to epistemic fairness within the Malaysian education system. The paper emphasizes the imperative of continuously prioritizing decolonization as a crucial endeavor in establishing a just and inclusive global society. This involves the transformation of academic settings and societal structures to foster fairness, diversity, and inclusivity.

This study explores how clear communication and motivational support by lecturers enhance international students' academic experiences. Cultural sensitivity and inclusivity are emphasized as key factors in creating equitable learning environments. Addressing challenges like inconsistent expectations and insufficient feedback can significantly improve teaching practices. Constructivist teaching principles, which prioritize active engagement and collaboration, are shown to improve learning outcomes. Recommendations include fostering personalized support, consistent evaluation practices, and culturally responsive pedagogy to better serve diverse classrooms.

Prof. Dr. Robert Lepenies is University President and Professor of Heterodox and Pluralist Economics at Karlshochschule International University in Karlsruhe. He was a research scientist at the Helmholtz Centre for Environmental Research and executive committee member of the Global Young Academy. He holds a Ph. D from the Hertie School of Governance, a MSc in International Political Economy from the London School of Economics, and a BA in PPE from the University of Oxford (The Queen's College). . . . .

Introduction: Foundations of Leadership: Principles, Practice, and Progress, the eleventh volume of the Contemporary Perspectives on Leadership Learning series, offers readers an approachable yet comprehensive overview of leadership with an eye towards self-reflection and increased understanding of one’s personal ideas about leadership and leaders. The work introduces readers to leadership first as a flashpoint of discussion and later as a process by addressing common language, assumptions, and concepts from inside and outside academia. . . . .